Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

Topic: DEVELOPING LEARNING PLANS AND AUDIOVISUAL MATERIALS IN

TEACHING PRONUNCIATION OF IDENTIFIED CRITICAL MONOPHTHONGS OF
THE GRADE 7
I. Review of Related Literature

One of the most essential skills for real communication among people regardless age,
gender, or nationality is pronunciation. By using the different sounds of letters and words
correctly, people can convey their feelings and ideas in an effective way (Kurniati, 2016).
Moradi and Shahrokhi (2014) emphasized that one of the objectives of learning English as a
second or foreign language is to achieve fluent pronunciation, and that goal cannot be achieved if
students do not practice proper pronunciation in and outside the classroom. Likewise, Kurniati
(2016) revealed that ESL/EFL educators find it crucial to establish the proper technique for
teaching pronunciation to motivate and increase learners’ interest in acquiring the language.
Subsequently, in order to motivate learners to pronounce words correctly, teachers can apply
successful media like videos, audios, pictures, films, etc. The use of videos within English
classrooms has demonstrated a good impact in the students’ pronunciation.
Studies reveal that pronunciation instruction often receives the least emphasis in many
ESL/EFL classrooms worldwide. In a study by Gilakjani and Ahmadi (2011), it was found that
when ESL teachers justified their students' poor pronunciation skills, their comments were often
seen as either an excuse for their failure to effectively teach pronunciation or as a resistance to
linguistic influence. The study further suggested that while students who learn a second language
in childhood are more likely to achieve native-like fluency without a ‘foreign accent,’ this
becomes highly unlikely for adults learning a second language. The need for ESL/EFL teachers
to focus on their students' individual needs, levels, and abilities by integrating pronunciation into
oral skills and other lessons, and by emphasizing both segmental and supra-segmental features, is
often overlooked (Gilakjani, 2011).

In the Philippines, Filipino speakers commonly exhibit a "Filipino Accent," which can be
challenging for native English speakers to understand. One of the most prominent issues is the
interchange or confusion of several consonants and vowels. For instance, students often
substitute /f/ with /p/, /v/ with /b/, and /i/ with /e/, especially when these sounds are in close
proximity (Pachina, 2019).

Leaño, Rabi, and Piragasam (2019) also highlighted similar difficulties in their study of
Philippine indigenous learners. They found that these learners struggled with English phonology,
largely due to deficits in three key areas of language literacy: alphabet knowledge, phonics and
word recognition, and phonological awareness. Farnen (2017) also noted that the diverse ways
English spelling represents the same sounds further confuses learners, making pronunciation
even more challenging.
A study was also conducted to examine and analyze the pronunciation difficulties of
multicultural Grade 8 students of Carrascal National High School (CarNHS). Specifically, the
study identified the profile of the Grade 8 students in terms of their L1 spoken, L2 spoken, and
ethnic group. The study indicated that multicultural Grade 8 students experience significant
difficulties with certain English vowel sounds. Specific vowels, such as /ɪ/, /æ/, and /ʊ/, were
noted as particularly problematic, leading to frequent mispronunciations. These difficulties often
result from differences in the students' first languages, which affect how they perceive and
produce English vowel sounds.

Meanwhile, a study by Dela Cruz (2017) specifically investigated the level of phonemic
awareness of English vowels among honor students in the basic education program at JRU. The
study focused on the students' performance in reading, listening, and speaking activities and
revealed significant pronunciation challenges, particularly among those enrolled in the English
Teaching program. The three most problematic vowel sounds identified were /ɪ/ (as in "bit"), /æ/
(as in "cat"), and /ʊ/ (as in "put").Similarly, the article English Pronunciation for Filipino
Speakers emphasizes the structural differences between the Filipino and English languages,
especially in terms of phonetics. These differences greatly impact pronunciation and pose
challenges for Filipino speakers when learning English. The study highlights several difficulties
in distinguishing English monophthongs, particularly the /ə/ (as in "sofa") and /ɪ/ (as in "bit" or
"sit") sounds, which frequently result in mispronunciations. Filipino speakers may also struggle
to differentiate between other monophthongs, leading to confusion between pairs such as "bit" /ɪ/
and "beat" /i:/ (Boldvoice, 2023).
Given the following scenario, it was necessary to look into this matter because a limited
study spanned exploring the recurring difficulties Filipino learners face when acquiring English
vowel sounds, particularly monophthongs sounds. With the aforementioned researches thus, this
research will focus on developing learning plans and audiovisual materials targeting the
monophthongs /ɪ/, /æ/, /ʊ/, and /ə/, which have been consistently identified as critical areas for
improvement.
The researcher lifts the idea of McCrocklin (2012) and lther research that the use of videos in
language classrooms was very useful to enhance the production of segmentals. However, not
only can the production of segmentals be improved, but also the production of suprasegmentals
had substantial progress when using videos. With this in mind, the researches sought to provide
practical and effective resources for teachers to enhance their learners' pronunciation skills,
ultimately improving their overall fluency in English to address such specific problem.
II. Rationale

Among the various aspects of pronunciation, monophthongs (simple vowel sounds) are
foundational. Incorrect pronunciation of monophthongs can lead to misunderstandings,
particularly in languages where vowel distinctions are crucial. Despite their importance, many
language learners struggle with accurately producing these sounds due to differences in vowel
systems between their native language and the target language.
Targeting Critical Monophthongs
Critical monophthongs are those vowel sounds that are frequently mispronounced by
learners due to their absence in the learners' native language or because they are easily confused
with other sounds. By focusing on these identified critical monophthongs, the proposed
audiovisual material can address specific pronunciation challenges that hinder learners' ability to
communicate effectively.
By developing audiovisual material that specifically targets the pronunciation of critical
monophthongs, this project addresses several identified problems in the current literature in
terms of pronunciation. To respond to such gaps, the current reports was to develop audiovisual
material in enhancing the identified critical monophthongs from the Grade 7 students.
Specifically, it aims to answer the following research question:
1. Research Question 1: What are the identified critical monophthong sounds to be taught?

2. Research Question 2: What are the necessary learning plan to be carried out for the
identified critical monophthong sounds?

3. Research Question 3: What are the necessary audiovisual materials needed in carrying
out the learning plans?

III.Data Gathering Procedure

The data gathering procedure for this action research project will be an iterative and cyclical
process. It will involve several phases however this research only aims to develop Audiovisual
Material therefore we the researchers aim to achieve the first phase on the research process:
Phase 1: Initial Data Collection and Analysis
The first data collection will focus in identifying Common Pronunciation Errors. This will
involve reviewing existing research on common pronunciation errors in English language
learners, particularly focusing on monophthongs. Initial Selection of Critical Monophthongs
based on the analysis of common errors and the target learner group, a preliminary list of critical
monophthongs will be identified.
To develop effective learning plans, the next steps will involve consulting with language and
ESK teschers as well as reviewing existing teaching materials. First, collaborating with English
Language teachers in ESL education will help provide valuable insights into the best methods for
teaching pronunciation, especially with difficult vowel sounds like monophthongs. These
professionals can offer guidance on the most effective techniques and approaches for helping
learners improve their pronunciation. Secondly, reviewing current pronunciation teaching
materials, such as textbooks, audiovisual aids, and online resources, will allow us to identify
what has been successful and where improvements can be made. Once enough considerations
and actions are made the researchers will then develop the learning plans and audiovisual
materials.

IV. Conceptual Framework:

1. Independent Variable (IV):
Curriculum Guide and Learning Plans
 Curriculum guide for pronunciation
 Detailed lesson plans for teaching critical monophthongs
 Learning activities targeting recognition and articulation of specific monophthongs

2. Dependent Variable (DV):

Audiovisual Materials
 Audio and video resources focusing on modeling pronunciation
 Visual cues (e.g., lip and tongue positioning)
 Interactive listening and speaking exercises
 Feedback mechanisms (through audiovisual content) for self-assessment and
improvement

IV DV

Curriculum
Guide
Audio-Visual
Materal

Learning Plan
V. Theoretical Framework
In evaluating the impact of audiovisual materials on enhancing the pronunciation of
critical monophthongs among grade seven students, several theoretical frameworks offer
substantial support. Mayer’s Multimedia Learning Theory suggests that learners benefit from the
integration of auditory and visual information, as multimedia presentations can enhance learning
and retention (Mayer, 2009). This theory supports the use of audiovisual materials by
emphasizing that combining verbal and visual elements facilitates more effective learning
experiences. Additionally, Paivio’s Dual Coding Theory reinforces this approach by proposing
that information processed through both verbal and non-verbal channels leads to better
comprehension and memory (Paivio, 1986). This theory underpins the effectiveness of
audiovisual materials in delivering pronunciation instruction, as it leverages both auditory and
visual inputs to support learning. Furthermore, Krashen’s Input Hypothesis asserts that language
acquisition is most effective when learners are exposed to comprehensible input that is slightly
beyond their current proficiency level (Krashen, 1985). This supports the use of tailored
audiovisual materials that provide appropriate models for pronunciation, aligning with the
hypothesis that such input can enhance learning outcomes. Collectively, these theories provide a
robust foundation for the study, suggesting that audiovisual materials are a promising approach
to improving pronunciation skills.
 References
Duran, E. L. L. (2021). Pronunciation difficulties in segmental phonemes of multicultural grade

8 students. Surigao del Sur State University – Cantilan.

Fouz-González, J. (2019). Podcast-based pronunciation training: Enhancing FL learners’

perception and production of fossilised segmental features. ReCALL, 31(2), 150-169.

Hismanoglu, M. (2012). Teaching Word Stress to Turkish EFL (English as a Foreign Language)

Learners through Internet-Based Video Lessons. Eric. Retrieved

from https://files.eric.ed.gov/fulltext/ED530678.pdf

Kurniati, E. (2016). Teaching Pronunciation by Using Games and Audio Visual

Media. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 237-245.

Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications*. Longman.

Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.

McCrocklin, S. (2012). Effect of Audio vs. Video on Aural Discrimination of Vowels. TESL-EJ,

16(2), n2.

Moradi, F., & Shahrokhi, M. (2014). The Effect of Listening to Music on Iranian Children's

Segmental and Suprasegmental Pronunciation. English Language Teaching, 7(6), 128-

142.

Namaziandost, E., Esfahani, F. R., & Hashemifarnia, A. (2018). The Impact of Using Authentic

Videos on Prosodic Ability among Foreign Language Learners. International Journal of

Instruction, 11(4), 375-390.

Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press.
Wang, X., & Munro, M. J. (2004). Computer-based training for learning English vowel

Contrasts. System, 32(4), 539-552.

Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

CONCEPT PAPER

IN

Maj 15: Technical Writing (Research 1)

Submitted By:
Aubrey B. Obille
Princess Dian B. Jumalon
Loue L. Rone
Sheena Languido
Sitti Farah M. Mocsan
Maureen D. Quirante
Rodjan Sumaylo